Coordinate Graph � A graphical
representation of pairs of related
numerical values that show s the
relationship betw een two variables
Coordinate Pair � An order ed pair
of number s used to locate a point
on a coordinate grid. The first num-
ber in the pair is the value for the x-
coordinate and the second number
is the value for the y-coordinate
Dependent Variable � One of the two variables in a relationship. For
in stance, the cost of a long distance
phone call (dependent variable) de-
pends on how long you talk
(independent variable.) Scale � A labeling scheme used on the axes on a coordinate grid. Variable � A quantity that can change. Letters are often used as
symbols to represent variables in rul es or equations that describe pat-
terns.
Variables and Patterns
Glossary
Connected Mathematics
Project
Everett Public Schools
Mathematics Program
Proposed Time Frame:
Approximately 6 weeks
Variables
and Patterns
Unit Goals
Understand variables in a
situation
Understand that patterns
describe a regular or
predictable change in data
Select an appropriate range of values for the variables Make decisions using tables, graphs and rules
Web Resources
You will find web resources
at:
www.illuminations.nctm.org
Expression Pan Balance
Graph Creator
Tips for Helping at Home
Good questions and good listening w ill
help children make se nse of mathemat-
ics an d build self-confidence. A good
question opens up a problem and su p-
ports different ways of thinking about it.
Here are some questions you might try,
notice that none of them can be an-
swered with a simple �yes � or �no�.
Getting Started
What do you need to find ou t?
What do you need to know?
What terms do you understan d or
not understand?
While Working
How can you organize the inf orma-
tion?
Do you see any patterns or relation-
ships that w ill help solve this?
What would happen if�?
Reflecting about the Solution
How do you know your answer is
reasonable?
Has the question been answ ered?
Can you explain it another w ay?
At Home:
1 Talk with your child about
what�s going on in mathem atics
class.
2 Look for ways to link mathe-
matical learning to daily activi-
ties. Encourag e your child to
figu re out the amounts for halv-
ing a recipe, estimating gas
mileage, or figuring a restau-
rant tip.
3 Encourage y our child to sched-
ule a regular time for home-
work and provide a comfortable
place for their study , free from
distractions.
4 Monitor y our child�s home-
work on a regular basis by
looking at one problem or ask-
ing your child to briefly de-
scribe the focus of the home-
work. When your child asks
for help, work with them in-
stead of doing the problem for
them.
At School
1 Attend Open House, Back to
School Nigh t, and after school
ev ents.
2 Join the parent-teacher organi-
zation
Investigation 1 Variables and Coor dinate
Graphs
Collect data from an experiment and
then make a table and a graph to organ-
ize and represent the data
Search for an explanation to the pat-
terns in the data
Understand that a variable is a number
that changes
Interpret information given in a graph
Investigation 2 Graphing Change
Make sense of data given in the form of
a table or a graph
Read a narrative of a situation that
changes ov er time and make a table
and graph that represent these changes
Read data given in a table and make a
graph from the table
Investigation 3 Analyzing Graphs and Ta-
bles
Change data from tables to graphs and
vice versa
Search for patterns of change
Compare forms tables, graphs and
charts that represent similar sets of data
Investigation 4 Patterns and Rules
Understand the relationship between
rate, time and distance
Represent information regarding rates in
tables and graphs and use them to com-
pare rates
Investigation 5 Using a Gr aphing Calcula-
tor
Use a rule to generate a table or graph
on a graphing calculator
Connected Mathematics Project
Mathematics in
Investigations
Phone: 425-385-4062
Fax: 425-385-4092
Email: mstine@everett.wednet.edu